Let me refresh your memory of my report 2;
it consisted of attempting to Self-modify my driving personality.In my intro of report 2, I made an objective
self-assessment of my negative driving behaviors.I used test and questionnaires from Road Rage and Aggressive Driving
by Dr. Leon James&
Dr. Diane Nahl.These test and
questionnaires covered everything from rushing maniacs, supporting passenger
rights, verbal road rage, range of hostility, and many more unsupportive
driving behaviors.After I took the
tests and questionnaires, I went out driving to see if these problems truly
existed.For the most part the tests and
questionnaires were pretty accurate.Knowing what my problems were I implemented different techniques such as
the Acknowledge, Witness, and Modify approach to correct these problems. After intervention I recorded the amount of
times I caught myself committing unsupportive driving acts.

My
conclusion showed me that my modification plan did work to improve my
supportive driving but it was not perfect.I realized that when dealing with human emotions a modification plan
needs to be continuously implemented because bad habits are incredibly hard to
break.Every time you and I drive we
encounter numerous new and unpredictable driving situations in which we have to
assess and react too.I constantly
remind myself that I am emotionally intelligent and this really helps me stay
focused on being a supportive driver.It’s also always good to remember how much anger circulates our roads
when driving.Keeping this in mind will
help you remember how escalated an insignificant situation can get.Many lives have been lost in situations that
were not worth getting angry over.

The
purpose of this report is to develop a Lifelong Driver’s Education (LDE)
program that could be used effectively if it were actually implemented in
society.I will do my best at trying to
create a program that would not be impossible to implement, yet it’s hard to
say if my system would work because it requires legislation approval, funding,
insurance agencies, and other numerous groups.The design of my LDE will be determined by the aggressive problems that
majority of driver’s commit.Before I
begin my plan for LDE, I will first start my report with some research on
aggressive driving problems.

2. Introduction

Lifelong
diver education is an important concept to teach to drivers.Many drivers in this world don’t think they
have bad driving habits.I wouldn’t be
surprised if research showed me that every driver on the road thinks they are
the best.The biggest problem is that
once drives get a license they consider that the end of driving education, when
actually this should be the beginning.Reason being is that before a person gets their license they are being
taught by a parent, guardian, sibling, relative, or a driver-zed program.During this pre-license driving period, a
person is being observed and corrected by a legal and more experienced
driver.After a driver gets their
license they are now on their own to drive the way they want, knowing that they
passed the test.

Right after getting a driver’s license most drivers
will drive observantly and with care.Though soon enough their reserved driving style mutates into a beast
that cares only for themselves and no one else on the road.You could say new drivers are like the
virgins of roads and highways.At this
point they have not been exposed to the different styles of drivers, mainly
aggressive drivers.Actually let me take
that back, new licensed drivers are still getting educated but their being
taught by observing aggressive and unsupportive drivers.In time with enough exposure to this style of
aggressive driving, a new driver conforms to the style around them and now has
become part of this huge aggressive driving beast.This beast is every driver that is
unsupportive.Don’t get me wrong there is
supportive drivers in this world, perhaps one or two-HAHA.I’m just joking. Nevertheless in this day and age supportive
drivers are getting harder and harder to spot.

There
are numerous reasons why people choose to drive aggressively.I emphasize the word “choose” when talking
about driving aggressively, because some people think they can blame their
aggressive driving on others around them.You choose to drive that way because you want too and one must own up to
it to correct it.According to Dr. John
Larson (consultant for driver-ZED) there are five beliefs that make drivers act
aggressively:

*The fastest possible
traveling time is the most desirable.

*Driving
competitively, and not losing in incidents, is a self-esteem issue.

*Rude
drivers need to be opposed or thwarted in their forward progress.

*Drivers who don’t fit the right
profile are irritating and deserve to be ridiculed.

*Drivers who endanger us or insult
us should be punished with some form of retaliation.

It’s
always good to get an idea of the types of problems that are at the forefront
of aggressive driving.Now that the
problems are known it is easier to implement the proper driver’s education
plan.These five beliefs show us that
most drivers are in a rush, dominant and have an ego problem, discriminators,
and retaliators.Let’s face it, we all
have our own driving personalities and there are multiple factors that
influence each of us.Our parents are
probably the most influential towards our personalities, not just with driving
but almost every aspect of our personalities.More influence comes by way of peers, friends, media, siblings,
significant others, and associates.

Driving involves three aspects of
one’s personality, the affective, cognitive, and sensorimotor.

Affective
is the driver’s feelings, emotions, attitudes, and values.Cognitive is the drivers thoughts, judgment,
and knowledge.Sensorimotor is motor
reactions, fatigue, stress, pain, and the driver’s vision.Knowing that these three aspects make up our
driving personality, lifelong driver education creates a K-12 curriculum that
helps develop a positive and supportive driving personality for up and coming
drivers.

‘In general, a focus on
“affective instruction” is effective in the early years, introducing basic
attitudes of sociality such as obedience, respect, and conscience.’ (Road Rage
& Aggressive Driving, 196)

This
is a brilliant idea because at a young age children are like sponges, they
absorb how adults act.A father that
swears and yells in front of his child as a driver cuts him off will influence
that child to act the same way in similar situations.This is why it is a good idea to teach
children positive feelings, emotions, attitudes, and values.

One must also remember that children
don’t have the mental ability to process cognitive reasoning.This makes it fit for children to start off with
“affective instruction,” and “sensorimotor instruction” is out if the question
because kids aren’t able to physically drive.Once a child reaches their middle years it is time to move on to the “cognitive
instruction.”

‘This is followed by a
focus on “cognitive instruction” in the middle years, involving reasoning,
decision making, and problem solving.’ (Road Rage & Aggressive Driving,
196)

During
the middle years a child now has the ability and capacity to understand, analyze,
and solve situations with reason.Middle-aged kids know what positive and negative behaviors and thoughts
are, thus allowing them to solve various driving situations can prepare them to
be supportive drivers.

Finally after a few years of
“cognitive instruction,” a child now becomes a teenager.Right around the age of 15 a teen can begin
driving, so now it’s time to train the sensorimotor.

‘In the midteens
“sensorimotor instruction” begins.This
teaches how to maneuver a vehicle on public roads.Teens are also taught cognitive knowledge of
traffic laws and scenario analysis of driving incidents. The new curriculum strengthens these areas and
includes a strong affective component that focuses on social responsibility,
human rights, and emotional intelligence.’ (Road Rage & Aggressive Driving,
196)

“Sensorimotor
instruction” at this age can now begin because teens need it as they begin
learning how to drive.Just because
affective and cognitive instruction had been previously implemented doesn’t
mean it is done and over with.At this
point affective, cognitive, and sensorimotor all must work together to mold
this new driver into an almost perfect supportive driver.These three entities work hand in hand with
each other and to optimize the most positive driver’s outlook is to use all in
unison.

‘Learning to
drive should be more than a short course, taken in the teenage years to obtain
a license. To promote safety on the roads driver education should begin
at kindergarten and extend into high school. Although driver education
should be a never ending process because there are always new obstacles
that the public must be aware of and learn to deal with. Quality Driving
Circles (QDC) can be a supportive way for individuals to help and support one
another to follow self improvement programs.’

Korey
says that driver education should extend into high school but actually it
should extend into old age.I like his
idea of driver education being a never ending process because we do indeed
encounter different obstacles everyday we drive.At its most broad sense this is Lifelong
Driver Education, but Korey could have gotten a little more specific about the
topic.He left out the definition/explanation
of what a QDC is and didn’t mention a few problems that most drivers have
problems with.

Katherine Gimenofromgeneration
17 also does a book review and gives us her summary of Lifelong Driver
Education.

"Life long Driver Education" is the
continuous training adults need regardless of age or experience to improve as
drivers. There are many programs that provide the skills for life long driver
education including driver-ZED, an interactive CD-ROM program which teaches
appropriate risk management and the QDC (Quality Driving Circles) Approach,
where groups of 2-10 drives meet regularly to follow a self-improvement
program. The purpose of QDCs is to provide a social support system to allow
drivers to maintain a high level of driving excellence.

Katherine is not exactly on
point when she says “Lifelong Driver Education is the continuous training
adults need regardless of age of age.”The reason is that Lifelong Driver Education should begin way before a
person reaches adulthood.The idea is
that driver education begins as a child in the affective stage and progresses
to higher levels such as cognitive and sensorimotor as this child matures.As far as the programs Katherine presents,
they’re right on point.As an adult we
need QDC’s to keep us conscience of on going problems each of us has as
drivers.Katherine also makes it clear
what a QDC is which helps her summary.

FinallyRubyalso
from generation 17 gives us her thoughts on Lifelong Driver Education.

‘A lifelong driver’s education program is a
great solution to society’s road rage and aggressive driving problem. The
authors introduce the graduated licensing program, which consist of a process
that one must go through to obtain a driver’s license. This section introduces
other programs such as, "Quality Driving Circles QDC’s,"
"Driver-ZED," and the "Roadrageous." "QDC’s" are
driver’s support groups. These groups allow people to get together to help each
other grow as healthy drivers. "Driver-ZED" is an interactive CD ROM
that enables people to drive in simulated situations. "Roadrageous"
is a video course program that was designed by Dr. James to educate drivers on
behavior self-modification techniques.’

Ruby makes a good
explanation of what Lifelong Driver Education is.She mentions QDC’s, the video Roadrageous,
and Driver-ZED the interactive CD ROM.Ruby fails to
mention the age at which driving education can begin.The methods she explains are all used right
around the teenage years up through old age.Children are driven in cars and thus they will acquire the emotions
their parents present towards other drivers.Ruby’s fail to mention this is the only problem with her explanation,
everything else is on point.

All the summaries had explained Lifelong Driver Education
well, except for a few slip-ups pertaining to age.It’s funny because when we are children we
are most influenced and acquire all emotions shown to us or others around
us.To get a good start with driver’s
education, children must be taught about emotions and feelings.Out of the three reviews of Lifelong Driver
Education, Korey was the only one who mentioned starting the education
processes at kindergarten.The only way
I can explain this pattern of forgetting to mention that children need to be
educated also, is by saying that many people associate driving with older
teenagers and adults rather than children.

3. Class Discussions
and Lecture Notes

I found several class presentations
interesting and helpful when pertaining to Lifelong Driver Education. Jenny Arakaki’s presentation on January 26, 2004 covering Driving in the Age of Rage has a lot of
useful information.Jenny covers the
topic of developing emotional literacy which she describes as “coping
mechanisms to help control driver’s emotions, thoughts, and behaviors.She goes on to mention how to implement this
emotional literacy.“Teach students to shift
from being an ‘aggressive driver’ to ‘supportive driver’ by supporting
community values over individualistic desires.”This is very useful mentality to have and implement in a Lifelong Driver
Education program.Jenny also covered
the subject of facing the culture of disrespect. She points out that, “There is a decline in
respect for all types of activities in life.”I find this to be very true, nowadays respect is hard to find amongst
our fellow human beings.

Times have changed and are still changing,
at the same time respect is fading.There
seems to be a lack of values being passed down from parents to children, but
then again children are heavily influenced by media and television which could
contribute to the lack of respect.Jenny
offers the solution of, “embedding into children at a young age to express
kindness to each other.” Also “show
consequences of types of action taken (positive or negative).This offers a positive affective ideology
that the children of this time era need.In lifelong driver education you want to start instruction or training
as soon as it can be learned, thus starting with young children will help
develop them into respectful adults.

Melissa Mansfield’s presentation on March 15, 2004 covering Emotional Intelligence for Drivers offers
more useful driver education.Overcoming
Emotional Hijacking is presented by Melissa as “the stronger the emotion, the
more the circuitry gets overloaded, and we start to think a lot with our
emotions and a little with our brain.”As I understand it, a person who is subjected to a multitude of negative
experiences in a short period of time is at risk of allowing anger to hijack
their emotions.I understand the idea of
emotional hijacking, but Melissa failed to give information on how to overcome
this hijacking.Through taking driving
psychology I’ve learned that when a situation like this is encountered, one
must take a break and try to relax.Take
your mind off negative emotional thoughts.Develop a method to overcome this kind of situation; when you feel this
hijacking coming on remind yourself of the good things going on in your
life.The idea is to distract yourself
from getting angry.

Melissa also covers 3 Levels of
Emotional Intelligence for Drivers, oppositional, defensive, and
supportive.Oppositional driving is
described as reacting to your environment which means a driver simply goes with
the flow of their emotions, which is generally selfish.Defensive driving has a more logical outlook
with some rational decisions, but it is still selfish because the driver is
more concerned with the safety of his/her car rather then the community.Finally supportive driving is characterized
as being the highest level because it harbors a pro-social outlook and does
what is best for everyone.Every driver
must be educated on these three styles of driving, in order to understand what
is supportive and what is unsupportive.For the longest time I didn’t know I was being an unsupportive driver,
but I now know that my lack of education on this subject hindered me from
realizing my unsupportive driving attitude.

Mark Corpuz presented on February 1, 2004 the subject of Aggressive
Driving & Mental Health.I found
interest in Why Driving Arouses Anger.Mark
explains that “Driving events and incidents produce powerful feelings and
irrational thoughts.Being in situations
that are predictable creates safety, security, and escape from disaster.Unfortunately, driving is unpredictable and
that creates danger, stress, and crashes.”This is a good point because every time you and I drive circumstances
are unpredictable and always changing, no matter if the same route is taken
daily.Mark goes on to explain that
controlling anger involves a person acknowledging anger is an issue in their
life.From there a person can either go
on to developing coping methods on their on or seeking anger management
courses.Anger is one of, if not the
biggest problem that pollutes or roads and highways and it is important to
understand what causes it so we can develop anger prevention education for
drivers.

Mark also presents us with the
subject of Driving Impaired.He says
that “Emotion is hard to control because it arises suddenly and is
unpredictable.”I was quite interested
in the most common emotional factors, which are:

I.Anger or Rage

II.Anxiety, fear, or panic

III.Depression or suicidal tendency

IV. Risk addiction

Knowing
which emotions drivers have trouble with can help improve Lifelong Driver
Education.Knowing which emotions are
most felt during driving will help me develop my own Lifelong Driver Education
curriculum.Mark goes on to say, “These
factors are characterized by an unwillingness to exercise emotional self
control because of fear, fun, vengeance, prejudice, or disrespect.Obviously there is a factor of low emotional
intelligence in expressing anger.Anger
management and/or coping methods will raise the level of emotional
intelligence.

First and foremost a great post
licensing approach to Lifelong Driver Education is Quality Driving Circles
(QDC).“QDC’s are voluntary groups of
two to ten drivers who meet regularly to help and encourage one another to
follow a driving self-improvement program.” (Road Rage & Aggressive
Driving, 200)Driver’s education must
continue after a person has been issued a license.When driving we are always facing
unpredictable and threatening situations which can arouse anger and other
emotions in ourselves.A QDC is
important because it allows drivers to practice possibly threatening driving
scenarios in a supportive fashion, thus better preparing drivers to handle real
life road rage situations.There are
multiple reasons why I think QDC’s are worth noting, they’re inexpensive,
anybody can set one up, they allow a driver to practice positive and supportive
outlooks on driving, and training on multitasking.

The second topic that needs to be
addressed is older drivers.Mainly the
problem with older drivers is that their cognitive and sensorimotor abilities
slow down and it takes them a lot longer to process and react to dangerous
driving situations.“Older drivers
typically take longer to get going at traffic lights and intersections, to make
turns, or to park.” (Road Rage & Aggressive Driving, 209)This is extremely important to realize
because older people are notorious for driving extremely slow.In fact I can tell you form personal
experience how dangerous some older drivers are because they lack the ability
to perceive speed.On my way home from
school one day, I was driving on the freeway.Now I was in the far right lane going about 55mph, which is the speed
limit.There was an on ramp coming up
and at this on ramp cars had to wait for an opening in the lane I was driving
in.

So drivers would be at a stand still until a big
enough gap opened up allowing them to pull onto the freeway.As I approach the on ramp the driver waiting
there pulls out into my lane going about 25mph as I’m coming towards this car
at 55mph.The thing that makes this
situation 10x scarier is that I was probably within 30ft of this guy.Now I’m not good in math but I’m sure if a
mathematician figured this problem out, there would be a huge accident in the
newspaper.Lucky for me and the driver
in front my left lane was clear of another driver, allowing me to swerve into
that lane freeing both of us from possible death.As I swerve around this driver and pass him,
I looked and saw a man probably in his 80’s driving with thick glasses.This instance would be the closest I came to
getting severely injured.

This is why I consider older drivers a noteworthy
subject.They are more dangerous than
they realize.Besides that one instance,
I have been in and seen numerous more instances where older drivers are the
cause of minor fender-benders and minimally dangerous driving situations.

Come out swinging positive is another concept worth
noting.The idea behind this concept is
that having a positive and supportive mentality gives a driver more control
over a situation than an aggressive mentality and behavior.It’s also interesting to point out that
“Driving psychology shows that the act of driving has deep significance for the
self.The way we drive reflects the
quality of our thinking and feeling and of our character.” ((Road Rage &
Aggressive Driving, 209), 212)The
significance of this is that how we act to others is a reflection of who we
are, no matter it be driving, socializing, surfing, walking, working, etc.In essence Lifelong Driver Education not only
improves one’s driving but also the way they interact in all types of social situations.

If you have a positive personality by default then
this is who you are no matter what you’re doing.There are negative personalities in this
world and these are the people that really need to practice supportive
techniques.Don’t get me wrong nobody’s
perfect, everybody needs help with staying positive, but people with a more
aggressive personality need more help.I
like the connection made between a persons characteristics and the way they
drive, it truly makes sense.Perhaps
this could help create a Lifelong Driver Education curriculum that implements a
kind of personality makeover too.

4. My Proposal for
Lifelong Driver Education

After reviewing so much about Lifelong
Driver Education I have figured out how to design my own.In order to present my proposal on Lifelong
Driver Education I will split my curriculum up into different age groups.Starting at infancy around age 3 till about
age 10, kids should get affective instruction.At this age children are vehicular passengers and thus parents or
guardians that drive kids must remember to suppress negative emotion and
express positive emotion.Kids are
extremely influenced by those around them and during these years they are
picking up emotions around them and attaching them to their own
personality.So first and foremost
children need a positive environment to absorb into their affective
selves.

Second of all kids at these ages are
heavily influenced by cartoons, video games and TV.It is important for parents to monitor what
their kids are watching and the kind of games they are playing.Games have gotten a lot more realistic and
violent since I’ve been a kid.Such
games as Need for Speed 2, Fatal Racing, Roadkill, Interstate ’76, and Carmageddon
have negative influential affective factors on children.Also cartoons such as The Simpsons, Tiny Toon
Adventures, Power Rangers Turbo, Animaniacs, and speed racer promote aggressive
and violent driving scenes.TV shows are
also a factor when it comes to negative influence on children.Such shows as World’s Greatest Crashes and
World’s Scariest Police Chases can have a lot of influence on a young
mind.These shows are for per enjoyment
pleasure if you’re an adult but a kid’s mind isn’t as developed as an adults,
thus major negative influence can exist in there minds and possibly form bad
driving habits.

At such a young age implementing
cognitive instruction would be ineffective because their thoughts, judgments,
and knowledge are not yet capable and lack the capacity to understand driver
education.Also sensorimotor instruction
would be out of the question also because they aren’t able to drive a car at
such a young age, thus it would be useless to implement sensorimotor
training.At such a young age all the
focus is on affective training because their emotions, attitudes, and values dominate
every aspect of their driver’s education.Parents/guardians must monitor there children’s media influences.These days it’s tuff to monitor everything
children watch but if parents know the content of the shows their children
watch then this will help cut down negative influence.Also parents can instill positive and proper
values by being examples to their children.

Children may get a chance to see a
cartoon or TV show that contains negative driving behaviors but when you show
them how to act in real life situations then it’s an even stronger
influence.Children are passengers in
vehicles driven usually by their parents, and this is the perfect time to for
parents to instill the correct driving values.Parents are children’s biggest influence so no matter what the situation
is when driving, either somebody cuts you off or tailgates you; remember to respond
with a positive attitude that children can soak up.As children get to the age of 10, I plan to
implement a two part driving education course.This course will start once children get to 5th grade and
will carry on till 12th grade.

From the age of 10-14 kids begin to
understand things cognitively.The kids
are now in their early teenage years.During this age period it would be appropriate to implement cognitive
instruction.It is important at this age
to educate the early teens on numerous subjects.Objective judgment, emotional intelligence,
human rights, positive and supportive behaviors, and self-witnessing activities
should be introduced at this age.Now
children of this age can’t drive so these subjects will be introduced as
passengers of vehicles and pedestrians.I believe the most effective way to implement all these subjects would
be to design a driver’s course in school.Federal and local governments should make it necessary for schools to
develop a class which concentrates on the cognitive aspects of driving.

Starting at 5th grade
children being are future drivers need to take a cognitive drivers education
course that is once a week for every month their in school.This class would be added to their standard
course curriculum, but students have no choice in deciding whether or not they
want to take the course because it will be mandatory.The course textbook will be a similar but
simpler and cognitively focused version of Dr. Leon James & Dr. Diane
Nahl’s Road Rage and Aggressive Driving.Chapters and topics with questionnaires & checklist will be there
but designed for middle school students.There will be 8 chapters in this book and it’ll look a little something
like this:

Chapter 1: Safety
Principles for Children as Passengers, Pedestrians, and Cyclists

Chapter 6: Civility in
Public Behavior-Respect, Fairness, Character, and Community

Chapter 7: Rewards &
Benefits of Being Supportive and Positive

Chapter 8:
Self-Witnessing as Passengers

These various subjects will not only
teach kids about driving situations but also how to be positive and supportive
as a person in social situations.This
may possibly reduce aggression and fights in school because kids are learning
to respect one another.Implementing
this course will also help adjust children’s affective perceptions.Their attitudes, feelings, emotions, and
values will be influenced with this driver’s education course.Like I said earlier this course will be once
a week for 1.5 hours long and will start at age 10 or 5th grade
until age 14 or 9th grade.Finally sensorimotor instruction is left out because the kids are too
young to drive.

From age 15 through 17/18 the same
kind of drivers education course will exist in high school, however things will
change.The next level will be added to
the course, which is sensorimotor instruction.The second part of my driving education course will provide more hands
on training because these are the ages in which many children get their
license.Since sensorimotor training is
added the classes will be 2 hours long and twice a week.This phase 2 will start at the beginning of
10th grade and carry on through high school graduation.There will also be a part 2 version of the
drive’s education book and it’ll include:

These subjects will continue to assist with training the
affective and cognitive selves, but also introduces ways of handling actual
aggressive driving circumstances.Besides the book there will also be sensorimotor training by first using
a driving simulator for a few weeks.After training on a driving simulator, students will be able to drive on
roads and highways with a driving instructor as a passenger.It is important to monitor the affective,
cognitive, and sensorimotor reactions of young new drivers, because at this
point you can mold negative attitudes into positive attitudes more easily than
older experienced drivers. As soon as
students begin driving they will have reached the final stage of sensorimotor
training to fulfill the “drivers threefold self” of affective, cognitive, and
sensorimotor training.

The idea behind an on-going training program is to
continually monitor the attitudes, feelings, behaviors, thinking and reactions
to driving situations.Obviously nobody
is perfect and it takes continuous training to keep oneself in a positive
mindset.Naturally we want to fall back
on anger and selfishness but this two part driver’s education program helps
kids stay away from that attitude.From
the age of 10-17/18 kids will get help with restructuring their frame of
thought on driving.Seven years will
help out a lot with molding kids into objective, positive, and emotionally
intelligent driving adults. Starting at
a young age will increase the amount of supportive drivers on our roads and
help to reduce road rage.

Once students have graduated high school and
have their driver’s license, they are not done with driving education yet.As we all know habits are hard to break so
continuous education must be a part of driving.At this point it’s time to introduce drivers to Quality Driving Circles
(QDCs).This is a group of at least
three drivers, but no bigger than ten drivers.The basic idea behind a QDC is to meet on a regular basis to encourage
one another to follow a driving self-improvement program.QDCs will cover a variety of topics:

--Performing
Self-Witnessing Procedures

--Keeping
a Lifelong Driving Log, Journal, or Diary

--Understanding
Cultural Road Rage

--Counteracting
Pessimism & Cynicism

--Honing
Emotional Intelligence through Scenario Analysis

--Practicing
Supportive Driving

--Multitasking
Training

--Learning
New Driving & Automotive Information

Some
of the same concepts exist within the QDCs as the student driver education
courses.Some new concepts are learning
about new automotive gadgets, laws, safety studies, and training
techniques.Also keeping a driving log
in order to help QDC members correct the problems that they have trouble with
is a new idea.Plus the counteracting of
negative attitudes towards drivers and driving are introduced.QDCs will be a continuous education program
that will carry on from after students graduate high school and until they
cease driving. Ideally the best way to
conduct a QDC is in person in a group, but there are other ways like telephone,
Internet, E-mails, and so on.So what
the goal is of driver education is to address the tree-fold self and there is
no absence of that in QDCs.QDCs continue
to refine the affective, cognitive, and sensorimotor selves.

QDCs
help by assisting drivers in times of need or not.A Roadrageous video course will also be
introduced with a QDC.This video offers
a new driving curriculum, where the focus is on problem solving and developing
emotional self-control and a sense of community.The course highlights and strengthens the ten
basic “inner skills” drivers need in order to become “driving
literate”today.The ten skills are:

Every
once in awhile we all slip up and cave in to anger and that’s why we need
Lifelong Driver Training.A QDC meeting
would be once a week for any amount of time needed to cover the topics.First and foremost each meeting would start by
each member explaining how driving for the previous week went; any problems, negative
attitudes, road rage, and positive attitudes and experiences.This will set the tone for how the QDC will
be conducted and what the focus needs to be on for that session.

Finally
I want to implement a driving simulator test for driver’s once they reach the
age of 55.This test will be implemented
to determine how fit elderly drivers are.Some people may not think 55 is an elderly age but I feel this is a good
age to begin testing for physical and psychological declination.This test will be implemented every three
years.

In
order to implement the driving education courses that I want, it would take a
lot.From the beginning with the
affective training at ages 3-10, it will take the cooperation and education of
parents to start their kids off with the correct attitude.Now parental involvement with instilling
proper values in their children is not as prevalent as we want to think it
is.I would like to believe that every
kid is raised with the proper values and a positive affective attitude but it
doesn’t happen.Therefore to encourage
more positive training on young children it would take some kind of reward.This statement I just made has problems of
its own, because why do I need to implement a plan to push parents to implement
proper values into their children.This
can go on and on about moral and ethical issues but that wouldn’t be addressing
the issue.I still have ideas for
rewards to offer to positive affective deadbeat parents.

I
would like to issue one free gas fill up every two months to encourage parents
to instill a proper affective driving attitude.There will be no test or ways of monitoring just go on good faith that
giving a little reward will hopefully encourage positive training.This will only apply to parents who have kids
between the ages of 3-9.Nowadays it’s
hard to go on good faith but this would be a perfect starting point to
encourage parents to pay attention to instilling a positive attitude in their
children.Further harsher regulations
can be put into place if this method doesn’t work, but this is what I would
start off with.Incorporating this free
gas fill up would require government approval and an excess of money to
accommodate this. This gas money will be given to the parents towards the end of
the year.Parents would fill out a form
describing the vehicle they drive and through this form, government will find
out how much gallons of gas it takes to fill this vehicle.Six times in one year they get a free full
tank of gas.

Once
children reach the age of 10, grade school will now take over the driving
education curriculum.This would require
the local government and department of education to fund and implement this driver’s
education curriculum into all grade schools throughout the state.This class would be worth investing in
because making are roads and highways safer will be well worth the extra
academic cost.As students enter the
second phase of the driver education curriculum during there sophomore year of
high school their will be extra cost. The driving simulator plus driving
vehicles will need to be funded by government.

Once
Students graduate from high school then they are no longer required by state to
stay in an educational institution.Therefore
QDCs are implemented but how do I get people to get involved in a QDC.I find that using reward rather than
punishment would be more effective.One
reason is because people have no problems breaking laws these days, so even if
I implemented some kind of license revocation for not being involved in a QDC
many people probably wouldn’t care.I
would rather reward drivers that join QDCs with 15% off their car insurance and
one free gas fill up every two months every year for as long as they are part
of a QDC.The free full tank of gas will
occur in the same way it does for parents with kids 3-9.Another reason why using reward is better
than punishment is because you want to keep a positive attitude associated with
QDCs.After all QDCs are suppose to
teach supportive driving and how can that be if punishment is enforced for not
being involved in a QDC.

There will be an elected president to head the QDC
meetings and this man is responsible for passing out new automotive information
and discussing new concepts of driving with the Group.This president issues out QDC cards which
will in turn get group members the rewards.There needs to be an active attendance in order to reap the benefits and
this is all recorded by the president.Once
drivers reach 55 years old the Department of Motor Vehicles will require that
drivers come in for driver simulator testing.Government will have to provide the funds to bring in these driving
simulators.

5. Conclusion

This assignment was quite an eye opener to the social and
cultural aggressiveness in our society.Nowadays driving is like a constant confrontation with angry and
impatient people.I only have to drive
half a minute and I’ll begin experiencing some type of road rage from another
driver.This assignment has helped me
notice how others drive in terms of their style.It seems that patience and friendliness is a
lost art when it comes to driving.The
new driving art has become aggravation and impatience.Now that I know my cultures driving style, it
will help me adjust my way of driving.I
myself don’t want to be emotionally unintelligent and get caught up in the
anger of driving, therefore I will do everything I can to be a supportive
driver to other drivers.

Originally coming into this class, I didn’t know anything
about the topic at hand.I had no
understanding of how our culture and society drove.I didn’t realize the aggression that is own
our roads.Through this course I now
understand the extreme problem of anger that plagues our roads.Now I realize what I need to do as a driver
and as a friend to many other drivers.I
need to be more supportive as a driver and try to help my friends realize the
growing problem of aggressive driving on our roads.The task is huge to try and teach others
about the aggressive driving problem, but the more I spread the word, the more
it can help.I predict that unless more
people learn about driving psychology, our roads will continue to get worse
with aggression.

As technology advances and gets faster, people will grow
more and more impatient thus leading to more aggravation and more anger.I say in five years if there is no start to
implement a Life long Driver’s Education program, there will be an increase in
the amount of road rage incidents that occur.

6. Future Generations

The best advice I could give you future generations is to
use your own driving experiences to help you identify your own aggressive
driving acts.The only way to begin
changing the way our culture and society drives is to start with you
first.You can’t expect others to change
unless you change yourself too.Take the
ideas I’ve given you and use them to create your own Lifelong Driver Education
plan, or improve on my ideas, ether way the goal to improve the driving
attitudes of our culture.If you don’t
remember anything of my report, remember this driving is not just about
oneself, it’s about those who are around us too.Be positive, stay positive.